Off-Campus Study Resource Guide

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Course-based Undergraduate Research Experiences

Internships

Off-Campus Study

Off-Campus study consists of programs of study conducted away from the University, traditionally thought of as being in another country (study abroad). However, any educational program where learning takes students away from the classroom, lab, or studio (including international virtual exchange) has the potential for outcomes associated with high-impact activities.  

Study abroad programs help students develop a sense of global citizenship by exploring cultures, life experiences, and worldviews different from their own. Through the exploration of complex social dynamics, including issues related to racial, ethnic, and gender disparities, as well as pursuits for equality and freedom, students are equipped with the skills to navigate an interconnected and multifaceted world. This exposure fosters a deeper understanding of different cultures, promoting acceptance and open-mindedness towards diverse customs and traditions. Furthermore, students are challenged to embrace unfamiliar situations, fostering valuable attributes such as adaptability and independence.  

International virtual exchange is a faculty-led instructional approach linking courses from universities from different global regions. Students in the courses collaborate virtually with their international peers on assignments, activities, or projects. Virtual exchange helps students develop increased cultural awareness and appreciation, communication skills, problem-solving skills, and digital skills. International virtual exchange can take many forms and vary in terms of scope, technology tools, and level of involvement, from cultural sharing activities lasting a few class sessions, to collaborative projects lasting five or more weeks. 

Study away, field trips, and field-based experiences immerse students away from the classroom, lab, or studio in a learning experience. These experiences can also have the potential to help students explore places, cultures, experiences, and worldviews different from what is possible on campus. These programs can be short or longer term. Centering the off-campus experience in the course could engage other HIPs such as collaborative assignments and projects, common intellectual experiences, first-year seminars and experiences, learning communities, service learning, community-based learning. 

Off-Campus Study

Intercultural competence: "a lifelong process that includes the development of the attitudes (respect and valuing of other cultures, openness, curiosity), knowledge (of self, culture, sociolinguistic issues), skills (listen, observe, interpret, analyze, evaluate, and relate), and qualities (adaptability, flexibility, empathy and cultural decentering) in order to behave and communicate effectively and appropriately to achieve one’s goals to some degree." (Intercultural Competence (ICC)).*

*Note that this definition was adapted from Darla Deardorff's model. 

Global learning: “. . . a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people's lives and the earth's sustainability.” (Definitions of Global Learning). 

Possible learning outcomes for the off-campus study 

Study Abroad (diversity/global learning)  

  • Cross-cultural communication skills
  • Ability to work in diverse teams
  • Language proficiency
  • Experience in a global work environment
  • Maturity and flexibility developed during a study abroad program
    • Capacity for living in a world that is increasingly diverse, complex, and interdependent 
    • Learn about another culture and become more accepting and open-minded to customs and traditions that differ from one's own
    • Take on a challenge that will develop valuable skills such as adaptability and independence 

International Virtual Exchange (diversity/global learning) 

  • Deeper engagement with course materials 
  • Increased cultural awareness and appreciation 
  • Enhanced communication skills 
  • Enhanced problem-solving skills and the ability to work collaboratively   
  • Improved digital skills

Study Away, field trips, and field-based courses and experiences 

  • Engagement and belonging 
  • Curiosity 
  • Competence 
  • Critical reflection 
  • Transfer of learning 

1. Seek out support in design/development of off campus-study

Study Abroad

Faculty interested in developing a Study Abroad program should connect with the Padnos International Center (https://www.gvsu.edu/studyabroad)

The Padnos International Center website has various ways to find off-campus study opportunities offered by GVSU or through other programs. 

The search on the Padnos International Center study abroad database provides filtering by location, type of program, subject area, and more: https://gvsu-study-abroad.via-trm.com/visitor-programs-v2  

Faculty members in CLAS who lead faculty led study abroad include: 

  • Lisa Kasmer 
  • Ellen Shupe 
  • Jeroen Wagendorp 
  • Janel Pettes Guikema 
  • Scott Stabler 
  • Peter Zhang 
  • Vinicius Lima 
  • Tim Fisher 
  • Carmen Fernandez Flores 
  • Eric Snyder 
  • Joe Jacquot 
  • Jeremy Robinson 
  • Amy Masko 

International Virtual Exchange

The Padnos International Center maintains a webpage for International Virtual Exchange: https://www.gvsu.edu/pic/international-virtual-exchange-155.htm  

Use existing professional contacts: If you have international academic contacts, that’s often a good place to start.  

Seek out a partner using a global network: GVSU is an institutional member in two global networks, COILConnect and the SUNY COIL Center. 

Contact Ellen Shupe ([email protected])  

Other faculty members in CLAS who have used International Virtual Exchange 

  • Michael Vrooman
  • Janel Pettes Guikema 
  • Anne Caillaud 
  • Eric Covey 
  • Meghan Cai 
  • Mihaela Friedlmeier 

Study away, field trip, and field-based courses and experiences 

Meeting with others who have conducted study away and field experiences in own unit or other units 

Seek peer mentoring and collaboration throughout process 

2. Develop a budget and financial support system 

Study Abroad

Faculty interested in developing a Study Abroad program should connect with the Padnos International Center (https://www.gvsu.edu/studyabroad/)

International Virtual Exchange

Unlike traditional off-campus study abroad programs, courses using IVE are highly affordable and accessible to students whose schedules prevent them from extended international travel.    

Study Away, field trips, and field-based courses and experiences 

Determine expenses. Possible expenses include:

  • Transportation
  • Meals
  • Site visit
  • Lodging
  • Speakers/admission fees for sites or programs

Determine sources of support. Possible sources include:

  • Departmental support
  • Support from the CLAS Center for Experiential Learning 
  • Pew Faculty Teaching and Learning Center Grants 
    • Sandbox Learning Innovation Grant 
  • Teaching innovation Grant 

3. Plan for Risk Management and Logistics  

Study Abroad

Faculty interested in developing a Study Abroad can connect with the Padnos International Center (https://www.gvsu.edu/studyabroad/)

International Virtual Exchange 

Because IVE requires significant planning and preparation, we usually recommend beginning at least 1 semester before you would like to implement IVE, to allow you enough time to find a teaching partner, design the project, identify ways to prepare students for the intercultural experience, and work out logistical issues. 

Study Away, field trips, and field-based courses and experiences  

Review the risk management website for experiential learning in CLAS: Risk Management 

The University Risk Management website is here: https://www.gvsu.edu/riskmanagement/ 

The Checklist for Faculty Planning Activities Outside the Classroom is a great place to start.

The Emergency Contact Form should be shared with your unit head and office staff in the case your group needs to be contacted while you are away from campus.

Students must complete the Assumption for Risk and Release for Off Campus Activities and the Health Information Form. Copies should accompany the off-campus experience. 

Transportation

The Risk Reduction for Experiential Learning website has a very good “Transportation” section: https://www.gvsu.edu/clas/riskreduction/transportation-11.htm 

The University Auto Insurance Information is here: https://www.gvsu.edu/riskmanagement/auto-insurance-information-57.htm 

All students driving university-owned, rented, or personal vehicles on behalf of Grand Valley State University must complete the following procedures. Students must complete this process every academic year. All permissions will expire at the end of the current academic year. https://www.gvsu.edu/drivingvehicles/#DriverApprovalRequest  

GVSU Motorpool: https://www.gvsu.edu/facilitiesservices/allendale/gvsu-motorpool-vehicle-rental-options-allendale-campus-29.htm  

Enterprise Care Rental: https://www.gvsu.edu/drivingvehicles/vehicle-rental-procedures-6.htm  

The athletic department leases five 15-passenger vans that are on campus year-round. They are offering other GVSU departments use of the vans for field trips or other trips. Currently, rental costs are $75/day. Email Natalie Marshall ([email protected]) to check availability and reserve these vans. 

Sturgill, Amanda. 2015, January 27. Reflection as Preparation for Service-Learning Abroad. [Blog Post]. Retrieved from https://www.centerforengagedlearning.org/reflection-as-preparation-for-service-learning-abroad/

Williams, Tracy Rundstrom. (2017). Using a PRISM for Reflecting: Providing Tools for Study Abroad Students to Increase their Intercultural Competence". Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2), 18-34. EJ1161440.pdf (ed.gov)

 

 

Brewer, E. & Cunningham, K. (2009). Integrating Study Abroad into the Curriculum: Theory and Practice Across the Disciplines. Stylus Publishing.

Carpenter, S. D., Kaufman, H., & Torp, M. (2019). Integrating Worlds : How off-Campus Study Can Transform Undergraduate Education. Taylor & Francis Group.

Definitions of Global Learning. (n.d.). AAC&U. Retrieved April 8, 2024 from Definitions of Global Learning | AAC&U (aacu.org).

Intercultural Competence (ICC). (n.d.). The Ohio State University. Retrieved April 8, 2024 from Intercultural Competence (ICC) | Center for Languages, Literatures and Cultures (osu.edu).

Ostojski, J. & Cilke, C. (2023). 'Experiential Learning' Is What Faculty Makes of It: Creating New Models of Understanding for Experiencing and Interpreting on Faculty-Led Short-Term Study Abroad Programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(3), 175-200. DOI: 10.36366/frontiers.v35i3.628

Sobania, N. W. (2015). Putting the local in global education: models for transformative learning through domestic off-campus programs (First edition). Stylus Publishing.

Sturgill, A. 2015, January 27. Reflection as Preparation for Service-Learning Abroad. [Blog Post]. Retrieved from https://www.centerforengagedlearning.org/reflection-as-preparation-for-service-learning-abroad/

Williams, T.R. (2017). Using a PRISM for Reflecting: Providing Tools for Study Abroad Students to Increase their Intercultural Competence". Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2), 18-34. EJ1161440.pdf (ed.gov)


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